As the title indicates, the chapters in this edited volume engage postcolonial theory to inform composition studies and pedagogy in the U.S. academy. In the volumes introduction, the editors assertand I agreethat although postcolonial theory is characterized by the diversity of its (inter)disciplinary intersections, it also coheres around an exploration of power relations between Western and Third World countries (p. 1) in order to expose systems of oppression and othering. Indeed, according to Ashcroft, Griffiths, and Tiffin (1995), post-colonial studies are based in the historical fact of European colonialism, and the diverse material effects to which this phenomenon gave rise (p. 2). Postcolonial theory, they argue, interrogates the material effects of colonisation as well as the wide range of activities including conceptions and actions which are, or appear to be, complicit with the imperial enterprise (p. 3). Collectively, the essays in Crossing Borderlands bring critical analyses to bear on the... (preview truncated at 150 words.)

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Nina AsherLouisiana State UniversityE-mail AuthorNINA ASHER, Ed.D., is an assistant professor in Curriculum and Instruction and Women’s and Gender Studies at Louisiana State University, Baton Rouge. She has written in the areas of postcolonialism and feminism in education, critical perspectives on multicultural education, and Asian American education. Her work has appeared in such journals as the International Journal of Qualitative Studies in Education, Urban Education, Journal of Curriculum Theorizing, and Teaching Education. Her article, “At the interstices: Engaging Postcolonial and Feminist Perspectives for a Multicultural Education Pedagogy in “the South,” will appear in a forthcoming issue of the Teachers College Record.